Oxford Cambridge and RSA
AS Level Sociology
H180/01 Socialisation, culture and identity
Sample Question Paper
IM
EN
Time allowed: 1 hour 30 minutes
EC
You must have:
• The OCR 12-page Answer Booklet
(OCR12 sent with general stationery)
SP
INSTRUCTIONS
• Use black ink.
• Section A: Answer all the questions in this section.
• Section B: Choose one option and answer all the questions for that option.
• Write your answers in the Answer Booklet. The question numbers must be clearly shown.
• Do not write in the bar codes.
INFORMATION
• The total number of marks for this paper is 75.
• The marks for each question are shown in brackets [ ].
• Quality of extended responses will be assessed in questions marked with an asterisk (*).
• This document consists of 4 pages.
© OCR 2014
[Y/506/4225] DC(…)
H180/01
Turn over
2
SECTION A
Read the Source material and answer all the questions in Section A.
1955
IM
EN
Source
2014
EC
The roles and norms associated with femininity have changed significantly over the last 60 years. In
1955, women's roles were largely limited to that of the housewife, mother and home worker. Very
The
few women went to university or had a career. Changes in society's values and an emphasis on
opportunities
meant that women today have more choice about their roles.
of "values".
1.equal
Define
the concepthas
(4)
Define the concept of ‘values’.
[4]
2
With reference to the Source, identify and briefly explain two examples of values.
[6]
3
Using the Source and your wider sociological knowledge, explain how norms are relative.
[8]
4
Outline and briefly evaluate the view that individuals learn society's norms through the process of
primary socialisation.
[12]
SP
1
© OCR 2014
H180/01
3
SECTION B
Choose one option from Section B and answer all the questions for that option.
OPTION 1
Families and relationships
Define and briefly explain the idea of ‘equal relationships within the family’.
[5]
6
Identify and briefly describe two trends in marriage.
[8]*
7
Explain reasons for changes in the birth rate in the UK.
8
Evaluate the view that the nuclear family is no longer the dominant family type.
OPTION 2
Youth subcultures
9
IM
EN
5
Define and briefly explain the concept of ‘deviance amplification’.
10 Identify and briefly describe two examples of ‘spectacular youth subcultures’.
EC
11 Explain reasons for the growth in youth culture.
12 Evaluate functionalist explanations of why young people join gangs.
OPTION 3
Media
[12]*
[20]*
[5]
[8]*
[12]*
[20]*
[5]
14 Identify and briefly describe two ways in which ethnic groups are represented in the media.
[8]*
SP
13 Define and briefly explain the ‘hypodermic syringe’ model.
15 Explain how the media create moral panics.
[12]*
16 Evaluate the view that representations of age in the media are no longer stereotypical.
[20]*
© OCR 2014
H180/01
SP
EC
IM
EN
4
Copyright Information:
Page 2, Source photograph of a woman in an apron © Everett Collection / Shutterstock
Page 2, Source photograph of a woman at a desk © Elena Elisseeva / Shutterstock
OCR is committed to seeking permission to reproduce all third-party content that it uses in the assessment materials. OCR has attempted to
identify and contact all copyright holders whose work is used in this paper. To avoid the issue of disclosure of answer-related information to
candidates, all copyright acknowledgements are reproduced in the OCR Copyright Acknowledgements booklet. This is produced for each
series of examinations and is freely available to download from our public website (www.ocr.org.uk) after the live examination series.
If OCR has unwittingly failed to correctly acknowledge or clear any third-party content in this assessment material, OCR will be happy to
correct its mistake at the earliest possible opportunity.
For queries or further information please contact the Copyright Team, First Floor, 9 Hills Road, Cambridge CB2 1GE.
OCR is part of the Cambridge Assessment Group; Cambridge Assessment is the brand name of University of Cambridge Local Examinations
Syndicate (UCLES), which is itself a department of the University of Cambridge.
© OCR 2014
H180/01
EN
…day June 20XX – Morning/Afternoon
AS Level Sociology
H180/01 Socialisation, culture and identity
EC
75
SP
MAXIMUM MARK
IM
SAMPLE MARK SCHEME
This document consists of 32 pages
Duration:1 hour 30 minutes
H180/01
Mark Scheme
June 20xx
MARKING INSTRUCTIONS
PREPARATION FOR MARKING
EN
SCORIS
Make sure that you have accessed and completed the relevant training packages for on-screen marking: scoris assessor Online Training;
OCR Essential Guide to Marking.
2.
Make sure that you have read and understood the mark scheme and the question paper for this unit. These are posted on the RM Cambridge
Assessment Support Portal http://www.rm.com/support/ca
3.
Log-in to scoris and mark the required number of practice responses (“scripts”) and the required number of standardisation responses.
IM
1.
YOU MUST MARK 10 PRACTICE AND 10 STANDARDISATION RESPONSES BEFORE YOU CAN BE APPROVED TO MARK LIVE
SCRIPTS.
EC
TRADITIONAL
Before the Standardisation meeting you must mark at least 10 scripts from several centres. For this preliminary marking you should use pencil and
follow the mark scheme. Bring these marked scripts to the meeting.
SP
MARKING
1.
Mark strictly to the mark scheme.
2.
Marks awarded must relate directly to the marking criteria.
3.
The schedule of dates is very important. It is essential that you meet the scoris 50% and 100% (traditional 50% Batch 1 and 100% Batch 2)
deadlines. If you experience problems, you must contact your Team Leader (Supervisor) without delay.
4.
If you are in any doubt about applying the mark scheme, consult your Team Leader by telephone, email or via the scoris messaging system.
2
H180/01
June 20xx
Work crossed out:
a.
where a candidate crosses out an answer and provides an alternative response, the crossed out response is not marked and gains no
marks
b.
if a candidate crosses out an answer to a whole question and makes no second attempt, and if the inclusion of the answer does not
cause a rubric infringement, the assessor should attempt to mark the crossed out answer and award marks appropriately.
EN
5.
Mark Scheme
Always check the pages (and additional objects if present) at the end of the response in case any answers have been continued there. If the
candidate has continued an answer there then add a tick to confirm that the work has been seen.
7.
There is a NR (No Response) option. Award NR (No Response)
IM
6.
if there is nothing written at all in the answer space
-
OR if there is a comment which does not in any way relate to the question (e.g. ‘can’t do’, ‘don’t know’)
-
OR if there is a mark (e.g. a dash, a question mark) which isn’t an attempt at the question.
EC
-
Note: Award 0 marks – for an attempt that earns no credit (including copying out the question).
The scoris comments box is used by your Team Leader to explain the marking of the practice responses. Please refer to these comments
when checking your practice responses. Do not use the comments box for any other reason.
SP
8.
If you have any questions or comments for your Team Leader, use the phone, the scoris messaging system, or email.
9.
Assistant Examiners will send a brief report on the performance of candidates to their Team Leader (Supervisor) via email by the end of the
marking period. The report should contain notes on particular strengths displayed as well as common errors or weaknesses. Constructive
criticism of the question paper/mark scheme is also appreciated.
3
H180/01
June 20xx
For answers marked by levels of response:
a.
To determine the level – start at the highest level and work down until you reach the level that matches the answer
b.
To determine the mark within the level – consider the following:
EN
10.
Mark Scheme
Descriptor
Award mark
At bottom of level
Just enough achievement on balance for this
level
Above bottom and either below middle or at middle of level (depending on number of marks
available)
Meets the criteria but with some slight
inconsistency
Above middle and either below top of level or at middle of level (depending on number of marks
available)
Consistently meets the criteria for this level
At top of level
Annotation
EC
Annotations
SP
11.
IM
On the borderline of this level and the one
below
4
Meaning
H180/01
12.
Mark Scheme
June 20xx
Subject-specific Marking Instructions
EN
INTRODUCTION
·
the specification, especially the assessment objectives
·
the question paper and its rubrics
·
the mark scheme.
You should ensure that you have copies of these materials.
IM
Your first task as an Examiner is to become thoroughly familiar with the material on which the examination depends. This material includes:
EC
You should ensure also that you are familiar with the administrative procedures related to the marking process. These are set out in the OCR
booklet Instructions for Examiners. If you are examining for the first time, please read carefully Appendix 5 Introduction to Script Marking:
Notes for New Examiners.
SP
Please ask for help or guidance whenever you need it. Your first point of contact is your Team Leader.
5
H180/01
Mark Scheme
June 20xx
EN
USING THE MARK SCHEME
Please study this Mark Scheme carefully. The Mark Scheme is an integral part of the process that begins with the setting of the question paper and
ends with the awarding of grades. Question papers and Mark Schemes are developed in association with each other so that issues of
differentiation and positive achievement can be addressed from the very start.
IM
This Mark Scheme is a working document; it is not exhaustive; it does not provide ‘correct’ answers. The Mark Scheme can only provide ‘best
guesses’ about how the question will work out, and it is subject to revision after we have looked at a wide range of scripts.
EC
The Examiners’ Standardisation Meeting will ensure that the Mark Scheme covers the range of candidates’ responses to the questions, and that all
Examiners understand and apply the Mark Scheme in the same way. The Mark Scheme will be discussed and amended at the meeting, and
administrative procedures will be confirmed. Co-ordination scripts will be issued at the meeting to exemplify aspects of candidates’ responses and
achievements; the co-ordination scripts then become part of this Mark Scheme.
SP
Before the Standardisation Meeting, you should read and mark in pencil a number of scripts, in order to gain an impression of the range of
responses and achievement that may be expected.
Please read carefully all the scripts in your allocation and make every effort to look positively for achievement throughout the ability range. Always
be prepared to use the full range of marks.
6
H180/01
Mark Scheme
June 20xx
Section A
Marks
4
AO1 Knowledge and understanding
AO1
1a/1b
Level 4: 4 marks
Level 3: 3 marks
EC
Good knowledge and understanding is displayed. There
will be an accurate definition but it may be
underdeveloped.
Level 2: 2 marks
·
·
·
·
Values refer to things which are seen as desirable or
worthwhile in a society
Values are culturally relative
Values provide the foundation for norms
Values are a key part of a society's culture
IM
Excellent knowledge and understanding of the concept of
values. Responses will use precise sociological knowledge
and will demonstrate a detailed understanding. Candidates
may use examples to illustrate the definition.
Guidance
Definitions may refer to the following:
EN
Answer
Define the concept of 'values’.
Basic knowledge and understanding. The definition may
only be partial or the answer may rely totally on examples,
without a core definition.
SP
Question
1
Level 1: 1 mark
Limited knowledge which is likely to be very confused.
0 marks
No relevant sociological knowledge or understanding.
7
H180/01
AO1 Knowledge and understanding
2 marks
2 AO1
1a/1b
Candidates correctly identify two values.
1 mark
AO2 Application
Level 4: 4 marks
4 AO2
1a
The response identifies two accurate examples and
applies them to the concept of values in an explicit way.
The response identifies two accurate examples and
applies them to the concept of values in an implicit way.
Level 2: 2 marks
Guidance
Responses may include the following:
·
·
·
·
·
·
Housewife / homemaker role
Family life
Equal opportunities
Work
Work / life balance
Money / earnings
IM
Candidates correctly identity only one value.
Level 3: 3 marks
June 20xx
EN
Marks
6
EC
2
Answer
With reference to the Source, identify and briefly
explain TWO examples of values.
SP
Question
Mark Scheme
The response only indentifies one accurate example and
applies it to the concept of values in an explicit way.
Level 1: 1 mark
The response is only marginally relevant to the question.
0 marks
No relevant application.
8
Explanations may refer to the following:
·
·
·
Values as relative or universal
Links between norms and values
Links between values and identity
H180/01
Marks
8
AO1 Knowledge and understanding
Level 4: 4 marks
Candidates display an excellent knowledge and
understanding of how norms are relative. The answer will
be detailed, accurate and conceptual.
·
·
·
·
Norms as culturally relative (between societies)
Norms as historically relative (over time)
Norms as relative within societies (context / subculture)
Norms as socially constructed
Source A may be discussed in the following way:
·
·
·
·
Candidates display good knowledge and understanding.
There will be some concepts but typically it may be
underdeveloped and superficial.
Candidates display basic knowledge and understanding
which will be unable to offer a core meaning of norms as
relative. Typically answers will be undeveloped,
unsubstantiated, partial and confused.
Level 1: 1 mark
Guidance
The relativity of norms may be discussed using the following
ideas:
IM
Level 3: 3 marks
Level 2: 2 marks
June 20xx
EN
4 AO1
1a/1b
EC
3
Answer
Using the source and your wider sociological
knowledge, explain how norms are relative.
SP
Question
Mark Scheme
Candidates display limited knowledge and understanding.
Typically, there may only be vague representations of topic
area and a tendency towards common sense.
0 marks
No relevant sociological knowledge or understanding.
9
Changing norms of femininity
Housewife role as norm, historically
Working women as norm now compared to the past
New technology (computers) becoming the norm
H180/01
Mark Scheme
Question
Answer
Marks
AO2 Application
Guidance
4 AO2
1a
Candidates display an excellent ability to apply the source
to this question, focusing specifically on the relativity of
social norms. There will be explicit application of the
source to the question.
Level 3: 3 marks
IM
Candidates show good ability to apply the source to this
question. The response will apply the source but the link to
the relativity of norms may be more implicit.
EN
Level 4: 4 marks
Level 2: 2 marks
EC
Candidates display a basic ability to apply the source to
the question. The response may be generalised without
explicit reference to the source.
Level 1: 1 mark
June 20xx
SP
There will be a limited ability to apply the source to the
question.
0 marks
No relevant application.
10
H180/01
Marks
12
4 AO1
1a/1b
June 20xx
Guidance
Responses may include the following:
·
·
·
The family as the main agent of primary socialisation
Nurture
Examples may relate to: gender norms, ethnic norms,
age norms, social class norms
Relevant concepts (manipulation, canalisation, verbal
appellations, role models, imitation)
Studies which emphasise the importance of primary
socialisation (e.g. Oakley, Ghuman)
Relevant theory: e.g. functionalism, feminism
EN
AO1 Knowledge and understanding
·
Level 4: 4 marks
Candidates display excellent knowledge and
understanding of the learning of norms through primary
socialisation. There will be detailed, explicit and frequent
use of sociological concepts and evidence.
·
IM
·
Level 3: 3 marks
Candidates will display good knowledge and
understanding. Responses will be wide ranging or
detailed. There will be some use of sociological concepts /
evidence but it may be underdeveloped.
EC
4
Answer
Outline and briefly evaluate the view that individuals
learn society's norms through the process of primary
socialisation.
Level 2: 2 marks
Candidates show a basic knowledge and understanding.
Knowledge will be narrow, but will have some coherence
or responses may be undeveloped and partial. Responses
may be very generalised.
Level 1: 1 mark
Candidates display a limited knowledge and understanding
of the process of primary socialisation. There may be one
or two ideas and these may be confused in places.
SP
Question
Mark Scheme
0 marks
No relevant sociological knowledge or understanding.
11
In evaluation:
·
·
·
Individuals learn society's norms through other agencies
of socialisation, such as education, the media
Criticise the portrayal of individuals as passive in the
socialisation process (social action theory critique)
Effects of gender, class, ethnicity and age on the
teaching of 'norms'
H180/01
Mark Scheme
Question
Answer
Marks
AO2 Application
June 20xx
Guidance
4 AO2
1a
Candidates display an excellent ability to apply relevant
sociological material. The material is consistently related to
the question.
Level 3: 3 marks
IM
Candidates show a good ability to apply sociological
material to this question in an implicit way. The material is
generally relevant to the question.
EC
Level 2: 2 marks
Candidates display a basic ability to apply sociological
material to the question. The response may be partially
relevant.
Level 1: 1 marks
EN
Level 4: 4 marks
SP
There will be a limited ability to apply sociological material
to the question. Responses are likely to be marginally
relevant.
0 marks
No relevant application.
12
H180/01
Answer
AO3 Analysis and Evaluation
Marks
Candidates display an excellent ability to analyse and
evaluate the view. There will be a range of explicit
evaluative points, both for and against the view which are
accurate and developed.
Level 3: 3 marks
IM
Candidates display a good ability to analyse and evaluate
the view. There will be some explicit evaluative points, but
these are likely to be underdeveloped.
EC
Candidates display a basic ability to analyse and evaluate
the view. There will be a lack of range of evaluative points
and responses are likely to be partial, confused and
undeveloped, or answers will not give both arguments for
and against the view.
Level 1: 1 mark
Guidance
EN
Level 4: 4 marks
Level 2: 2 marks
June 20xx
4 AO3
1/2
Candidates display a limited ability to analyse and
evaluate the view. Typically, the response will be minimal,
assertive, and / or tangential to the question.
SP
Question
Mark Scheme
0 marks
No relevant analysis or evaluation.
13
H180/01
Mark Scheme
June 20xx
SECTION B: OPTION 1 – Families and relationships
5
Answer
Define and briefly explain the idea of ‘equal
relationships within the family’.
Marks
5
AO1
1a/1b
Guidance
Responses may include the following:
·
·
PLEASE REFER TO APPENDIX 1
·
·
·
Identify and briefly describe TWO trends in marriage.
EC
PLEASE REFER TO APPENDIX 2
SP
*
IM
·
6
Joint conjugal roles
Equal relationships between partners and / or between
parents and children
The symmetrical family
Willmott and Young
Shared roles and relationships between husband and
wife
Joint decision making, sharing of housework and pooling
of finances
EN
Question
14
8
4 AO1
1a/1b
4 AO2
1a
The main trends:
·
·
·
·
·
Increased age at marriage (marrying later)
Decline in number of marriages
A rise in the proportion of remarriages
A rise in the number of remarriages (serial monogamy)
Changing expectations of marriage
H180/01
Answer
Explain reasons for changes in the birth rate in the
UK.
Marks
12
8 AO1
1a/1b
PLEASE REFER TO APPENDIX 3
June 20xx
Guidance
There has been a general trend towards a declining birth
rate. There are several reasons for this:
·
·
·
·
Changes in the position of women
Decline in the infant mortality rate
Children as an increasing economic liability
An increase in child-centredness
EN
4 AO2
1a
Relevant evidence (studies):
Office for National Statistics evidence (ONS)
Family Policy Studies Centre
IM
·
·
EC
Responses may also note that since 2001, the birth rate has
been slightly increasing. Reasons for this include the effect of
immigration.
SP
Question
7
*
Mark Scheme
15
H180/01
Answer
Evaluate the view that the nuclear family is no longer
the dominant family type.
Marks
20
6 AO1
1a/1b
PLEASE REFER TO APPENDIX 4
June 20xx
Guidance
Responses may include the following:
Theories:
·
·
·
·
New Right
Functionalism
Feminism
Post modernism
EN
4 AO2
1a
10 AO3
1/2/3
Studies
·
·
·
·
·
·
·
Chester
Weeks
Stacey
Beck
Giddens
Morgan
Rapoports
IM
EC
SP
Question
8
*
Mark Scheme
Concepts
·
·
·
·
·
Neo-conventional family
Family diversity
Divorce extended families
Confluent love
Secularisation
Candidates may refer to statistical trends and patterns
relating to family and household diversity.
16
H180/01
Mark Scheme
June 20xx
SECTION B: OPTION 2 – Youth subcultures
9
Answer
Define and briefly explain the concept of ‘deviance
amplification’.
Marks
5
AO1
1a/1b
Guidance
Responses may include the following:
·
PLEASE REFER TO APPENDIX 1
Identify and briefly describe TWO examples of
‘spectacular youth subcultures’.
4 AO1
1a/1b
EC
PLEASE REFER TO APPENDIX 2
8
SP
*
IM
·
·
·
10
The idea that the media coverage of deviance makes
acts of deviance likely to escalate, as well as increasing
public fear
Links may be made to interactionism
Links may be made to moral panics, and Stan Cohen
Examples may be included; such as copy-catting,
pressurising police, sensitisation
EN
Question
17
4 AO2
1a
Spectacular youth subcultures refer to those subcultures
which are more successful in commanding the wider loyalties
of their followers. Each participant seems to be a dedicated
member of a single distinct subculture with its own values,
style and 'uniform'. Members of these expressive subcultures
express their identities through their dress, music,
appearance and behaviour.
Responses may include the following:
·
·
·
·
·
·
·
Teddy boys (Jefferson)
Mods (Cohen)
Rockers (Cohen)
Goths (Hodkinson)
Punks (Hebdidge)
Hippies (Howard Horne)
Skin-heads (P. Cohen)
H180/01
Answer
Explain reasons for the growth in youth culture.
Marks
12
8 AO1
1a/1b
June 20xx
Guidance
Responses may include the following:
·
·
Expansion of education
Individual economic situation (spending power /
disposable income)
Prosperous economy / post-war affluent society
Expanding leisure and entertainment industries
Rapid social change
Political conflicts
Youth quake
Media and advertising
EN
PLEASE REFER TO APPENDIX 3
·
·
·
·
·
·
IM
4 AO2
1a
EC
Evidence / theories could include:
SP
Question
11
*
Mark Scheme
18
·
·
·
·
·
Abrams
Eisenstadt
Abercrombie
Functionalism
Marxism
H180/01
Answer
Evaluate functionalist explanations of why young
people join gangs.
Marks
20
June 20xx
Guidance
Responses may include the following:
6 AO1
1a/1b
Theories:
4 AO2
1a
·
·
Functionalist sub-cultural theory
New Right
EN
PLEASE REFER TO APPENDIX 4
10 AO3
1/2/3
Studies:
A. Cohen
Miller
Cloward & Ohlin
Murray
IM
·
·
·
·
EC
Concepts:
SP
Question
12
*
Mark Scheme
·
·
·
·
·
Evaluation:
·
·
19
Status frustration
Opportunity structures
Focal concerns
Masculinity
Gang formation
Marxist (neo-Marxist) subcultural theory
Interactionism
H180/01
Mark Scheme
June 20xx
SECTION B: OPTION 3 – Media
Answer
Define and briefly explain the ‘hypodermic syringe’
model.
Marks
5
AO1
1a/1b
Guidance
Responses may include the following:
·
·
·
Media messages are direct and immediate
Like an injection of a drug, it can change behaviour
Illustrative studies, such as Bandura, Ross and Ross
(social learning theory)
EN
Question
13
PLEASE REFER TO APPENDIX 1
Identify and briefly describe TWO ways in which
ethnic groups are represented in the media.
8
EC
*
PLEASE REFER TO APPENDIX 2
SP
14
IM
Examples may be given, eg. Jamie Bulger; Columbine
massacre both being linked to watching violence on TV; GTA
violence in Thailand.
4 AO1
1a/1b
Responses may include the following:
·
·
4 AO2
1a
Candidates may refer to research suggesting that minority
ethnic groups are presented in a limited range of
stereotypical roles, are marginalised and often seen in roles
constructed from a white perspective.
·
·
20
The negative stereotyping of some ethnic minority groups
Awareness that representations may vary across media
products, for example satellite as opposed to mainstream
channels
Theoretical perspective:
o Neo-Marxism and postmodernism
Concepts:
o Hegemony, diversity and choice and globalisation,
ethnocentrism, ghettoisation, hybridity
H180/01
Mark Scheme
Question
Answer
June 20xx
Marks
Guidance
15
*
Studies such as:
o Moore et al, Hall et al, Gilroy, van Dijk, Malik,
CRE, Barker, Hartmann and Husband, Akinti,
GUMG
o They could well describe this through processes
such as: role-models, repetition, distortion
(Trowler)
EN
·
Explain how the media create moral panics.
12
PLEASE REFER TO APPENDIX 3
·
·
·
·
·
·
Deviancy amplification
Folk devils
Silly season
Application of news values
Stirring up public indignation
Identification of subversive minority
IM
8 AO1
1a/1b
Responses may include the following:
*
Evaluate the view that representations of age in the
media are no longer stereotypical.
SP
16
EC
4 AO2
1a
PLEASE REFER TO APPENDIX 4
Candidates may illustrate their answers with examples of
moral panics, such as the mods and rockers (Cohen) or
Hoodies (Fawbert).
20
6 AO1
1a/1b
4 AO2
1a
10 AO3
1/2/3
21
Candidates are likely to refer to media representations of the
young and the old.
Responses may include the following:
Concepts:
·
·
·
·
Youth as trouble
Stigmatisation
Labelling
Moral panics
H180/01
Answer
June 20xx
Marks
Guidance
Studies:
Muncie
Hebdige
Victor
Thornton
EN
·
·
·
·
In evaluation:
Osgerby
Biggs
Diversity of age and age representations in the media
Postmodernist view e.g. 'active ageing'
EC
IM
·
·
·
·
SP
Question
Mark Scheme
22
H180/01
Mark Scheme
June 20xx
APPENDIX 1
GENERIC MARKSCHEME FOR OPTIONS QUESTIONS 5, 9 and 13
4–5
3
2
1
0
Candidates display an excellent knowledge and understanding which will be accurate and detailed. There
will be explicit and frequent use of sociological concepts and evidence. Expect a core meaning of the
definition and a detailed explanation. At the top of this level the candidate will accurately define the concept
and offer a detailed explanation. At the bottom of the level the core meaning will be explicit but the
explanation may be underdeveloped in parts.
3
Candidates will display a good knowledge and understanding of the concept but the explanation and
definition may be underdeveloped.
2
Candidates display basic knowledge and understanding of the concept. Responses will be lacking range
and depth. Typically, responses will be undeveloped / unsubstantiated / partial / confused. There may be an
over-reliance on examples rather than concepts and studies.
1
Candidates show a limited knowledge and understanding. Evidence will be limited, with vague
representations of the topic area and / or with a tendency towards common sense.
SP
4
Generic Mark Scheme questions 5, 9 and 13
IM
Marks
EC
Level
EN
AO1: Knowledge and understanding (5 marks)
No relevant sociological knowledge or understanding.
23
H180/01
Mark Scheme
June 20xx
APPENDIX 2
GENERIC MARKSCHEME FOR OPTIONS QUESTIONS 6, 10 and 14
Level
Marks
EN
AO1: Knowledge and understanding (4 marks)
Generic Mark Scheme questions 6, 10 and 14
Candidates display an excellent knowledge and understanding. The answer will be accurate and
conceptual.
4
There is a well-developed line of reasoning which is clear and logically structured. The information
presented is relevant and substantiated.
IM
4
Candidates display a good knowledge and understanding. There will be some sociological evidence
but typically it may be underdeveloped and superficial.
3
There is a line of reasoning presented with some structure. The information presented is in the mostpart relevant and supported by some evidence.
EC
3
Candidates display basic knowledge and understanding which will be lacking range and depth.
Typically, answers will be undeveloped, unsubstantiated, partial and confused.
2
2
The information has some relevance and is presented with limited structure. The information is
supported by limited evidence.
1
SP
Candidates display limited knowledge and understanding. Typically, there may only be vague
representations of topic area and a tendency towards common sense.
1
0
The information is basic and communicated in an unstructured way. The information is supported by
limited evidence and the relationship to the evidence may not be clear.
No relevant sociological knowledge or understanding.
24
H180/01
Mark Scheme
June 20xx
AO2: Application (4 marks)
Marks
4
4
Candidates display an excellent ability to apply knowledge to the specific question.
3
3
Candidates show a good ability to apply knowledge to this question in an implicit way.
2
2
Candidates display a basic ability to apply knowledge to the question. The response may be partially
relevant.
1
1
There will be a limited ability to apply knowledge to the question. Responses are likely to be
marginally relevant.
IM
EC
No relevant application.
SP
0
Generic Mark Scheme questions 6, 10 and 14
EN
Level
25
H180/01
Mark Scheme
June 20xx
APPENDIX 3
GENERIC MARKSCHEME FOR OPTIONS QUESTIONS 7, 11 and 15
Level
Marks
EN
AO1: Knowledge and understanding (8 marks)
Generic Mark Scheme questions 7, 11 and 15
Candidates display a wide range and excellent knowledge and understanding of the reasons. The reasons
given will be accurate with a range of precise sociological evidence.
7–8
4
IM
There is a well-developed line of reasoning which is clear and logically structured. The information presented
is relevant and substantiated.
Candidates display a range and good knowledge and understanding of the reasons. There will be some
reasons given but typically it may be underdeveloped and superficial.
5–6
There is a line of reasoning presented with some structure. The information presented is in the most-part
relevant and supported by some evidence.
EC
3
Candidates display basic knowledge and understanding which will be lacking range and depth. Typically, the
reasons given will be undeveloped, unsubstantiated, partial and confused.
2
3–4
The information has some relevance and is presented with limited structure. The information is supported by
limited evidence.
1
SP
Candidates display limited knowledge and understanding. Typically, responses may be very narrow or have a
tendency towards anecdote.
1–2
0
The information is basic and communicated in an unstructured way. The information is supported by limited
evidence and the relationship to the evidence may not be clear.
No relevant sociological knowledge or understanding.
26
H180/01
Mark Scheme
June 20xx
EN
AO2: Application (4 marks)
Marks
4
4
Candidates display an excellent ability to apply knowledge to the specific question in an explicit way.
3
3
Candidates show good ability to apply knowledge to this question in an implicit way.
2
2
Candidates display a basic ability to apply knowledge to the question. The response may be partially
relevant.
1
1
There will be a limited ability to apply knowledge to the question. Responses are likely to be marginally
relevant.
EC
No relevant application.
SP
0
Generic Mark Scheme questions 7, 11 and 15
IM
Level
27
H180/01
Mark Scheme
June 20xx
APPENDIX 4
GENERIC MARKSCHEME FOR OPTIONS QUESTIONS 8, 12 and 16
Level
Marks
EN
AO1: Knowledge and understanding - Elements 1a and 1b (6 marks)
Generic Mark Scheme questions 8, 12 and 16
Candidates display a wide range and excellent knowledge and understanding. There will be a range of
relevant concepts and / or studies and / or theories which are accurately explained and developed.
3
5–6
2
IM
There is a well-developed line of reasoning which is clear and logically structured. The information presented
is relevant and substantiated.
Candidates display a range and good knowledge and understanding. Candidates display some knowledge
and understanding of the view. Knowledge is likely to be underdeveloped, and / or narrow.
3–4
1–2
0
The information is basic and communicated in an unstructured way. The information is supported by limited
evidence and the relationship to the evidence may not be clear.
No relevant sociological knowledge or understanding.
SP
1
EC
There is a line of reasoning presented with some structure. The information presented is in the most-part
relevant and supported by some evidence.
Candidates display a basic knowledge and understanding. Knowledge is likely to be lacking in quantity,
undeveloped, partial and / or unsubstantiated.
28
H180/01
Mark Scheme
June 20xx
AO2: Application - Element 1a (4 marks)
Marks
Generic Mark Scheme questions 8, 12 and 16
4
4
Candidates apply relevant sociological theories / studies / evidence to the question in a wide-ranging and
explicit way.
3
3
Candidates apply knowledge to the question in an implicit way.
2
2
Candidates apply knowledge to the question in a basic way. Responses are likely to contain evidence /
concepts which are generalised and not directly related to the question.
1
1
Candidates apply a limited level of knowledge.
EN
Level
IM
No relevant application.
0
AO3: Analysis and Evaluation - Strands 1, 2 and 3 (10 marks)
Generic Mark Scheme questions 8, 12 and 16
Marks
4
9–10
Candidates display an excellent ability to analyse and evaluate. There will be a range of explicit evaluative
points which are accurate and developed.
3
6–8
Candidates display a good ability to analyse and evaluate. There will be some explicit evaluative points, but
these are likely to be underdeveloped.
1
0
SP
2
EC
Level
3–5
Candidates display a basic ability to analyse and evaluate. There will be a lack of range of evaluative points
and responses are likely to be partial, confused and undeveloped.
1–2
Candidates display a limited ability to analyse and evaluate. Typically, the response will be minimal,
assertive, and / or tangential to the question.
No relevant analysis or evaluation.
29
H180/01
Mark Scheme
APPENDIX 4
(*includes quality of extended responses)
Question
AO1
AO2
AO3
Total
1
4
2
2
4
6
3
4
4
8
4
4
4
5, 9, 13
5
6*, 10*, 14*
4
7*, 11*, 15*
8
8*, 12*, 16*
6
Totals
37
4
IM
4
EN
ASSESSMENT OBJECTIVES GRID
12
5
8
EC
4
4
12
10
20
24
14
75
SP
4
30
June 20xx
H180/01
Mark Scheme
SP
EC
IM
EN
BLANK PAGE
31
June 20xx
H180/01
Mark Scheme
SP
EC
IM
EN
BLANK PAGE
32
June 20xx